Ian Bailey

Dr Ian Bailey


Teaching Fellow
25 AY 04

Biography

Biography

I completed a BSc in Biochemistry (Pharmacology) 1st class in 2004 and a PhD in Molecular Toxicology with Dr Nick Plant in 2008 both at the University of Surrey. I then undertook post-doctoral research in tumour T cell immunology with Dr Ed James and Professor Tim Elliott at the University of Southampton. In 2011 I worked for a communications agency called Alto Marketing as a science writer, before starting at the University of Westminster as Lecturer in biochemical toxicology.

It was at Westminster that I was given the opportunity to explore my love of teaching. I completed a Pg Cert in higher education in 2013 which introduced a range of teaching and learning styles to try.

In 2015 I started back at the University of Surrey as a teaching fellow, which allows me to focus entirely on interacting with students and helping them to realise their potential.

Research interests

Molecular BiologyToxicology,Immunotherapy and tumour immunologyNuclear receptor biologyBiological effects of plant derived compoundsLearning and Teaching in Higher Education

Teaching

I teach in the following topics on a number of modules:

First Year:Chemistry and MathsBiochemistry

Departmental duties

Programme Director for the MSc in Applied ToxicologyAdmissions tutor for BSc Biomedical Science

My publications

Publications

Evans Danielle L., Bailey Sarah G., Thumser Alfred E., Trinder Sarah L., Winstone Naomi E., Bailey Ian G. (2020) The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education,FEBS Open Bio 10 (9) pp. 1720-1736 Elsevier
When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies?pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies ? including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self?management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta?literacy supporting the use of evidence?based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy.